Difference between revisions of "Caslon Language Education Wikimedia (F)"

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(full inclusion ESL/mainstream ESL)
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== fishbowl==
 
== fishbowl==
 
*  Instructional strategy that involves two or more students modeling the language and behavior the rest of the class is to use as they work in pairs or small groups. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]
 
*  Instructional strategy that involves two or more students modeling the language and behavior the rest of the class is to use as they work in pairs or small groups. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]
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==<i>Flores v. Arizona</i>==
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* On-going court case in Arizona about the funding of education for ELLs. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
  
 
==focused reading==
 
==focused reading==
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* Assessment that occurs throughout a lesson or unit to provide feedback that is used to modify instruction. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]
 
* Assessment that occurs throughout a lesson or unit to provide feedback that is used to modify instruction. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]
 
* (informal) Assessments that are part of the instructional process and that provide information so teachers can adjust teaching and learning in order for learners to achieve greater success. The assessments include but are not limited to teacher observation, conferencing with students, and self- and peer assessments provided that they lead to needed instructional adjustments that enable learners to learn better (see [[Caslon_Language_Education_Wikimedia_(S)#summative assessment|summative assessments]]; see [[Caslon_Language_Education_Wikimedia_(A)#alternative assessment|alternative assessment]]; see [[Caslon_Language_Education_Wikimedia_(A)#authentic assessment|authentic assessment]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell]
 
* (informal) Assessments that are part of the instructional process and that provide information so teachers can adjust teaching and learning in order for learners to achieve greater success. The assessments include but are not limited to teacher observation, conferencing with students, and self- and peer assessments provided that they lead to needed instructional adjustments that enable learners to learn better (see [[Caslon_Language_Education_Wikimedia_(S)#summative assessment|summative assessments]]; see [[Caslon_Language_Education_Wikimedia_(A)#alternative assessment|alternative assessment]]; see [[Caslon_Language_Education_Wikimedia_(A)#authentic assessment|authentic assessment]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell]
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==fractional view of bilingualism==
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* Considers bilinguals as two monolinguals in one with a focus on discrete language skills. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
  
 
==full inclusion ESL/mainstream ESL==
 
==full inclusion ESL/mainstream ESL==
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==funds of knowledge==
 
==funds of knowledge==
 
* Cultural resources and knowledge held by bilingual students and their families. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]
 
* Cultural resources and knowledge held by bilingual students and their families. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]
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* Children’s knowledge and skills that they have developed in their homes and the community.[http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]

Revision as of 16:42, 9 November 2015

Caslon Language Education Index

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z

first language

fishbowl

Flores v. Arizona

focused reading

formal language

formative assessment

fractional view of bilingualism

full inclusion ESL/mainstream ESL

funds of knowledge